下列有關美國「歐蘇貝利安學前班級」(TheAusubelianPreschoolClassroom)之敘述，何者錯誤？
(A)其課程基礎奠定於Ausubel、Bruner與Bloom的發展與學習理論之上
(B)「歸類學習」(subsumptionlearning)是該教育模式的重要學習方式
(C)用螺旋式的順序來組織課程
(D)該課程是在一個為期五年的學前兒童邏輯觀念發展的縱貫研究中而來　　

該Ausubelian計劃的實踐   A typical morning session in an Ausubelian program might be arranged as follows (Fowell and Lawton, 1992): 在Ausubelian程序一個典型的早盤可能如下（Fowell和勞頓，1992）安排：

8:00 - 8:30 Arrival time and free play 8:00 - 8:30到達的時間和自由發揮   8:30 - 9:00 Free choice activities 8:30 - 9:00自由選擇活動   9:00 - 9:30 Small group activities 9:00 - 9:30小組活動   9:30 - 9:45 Snack time 9:30 - 9:45點心時間   9:45 - 10:15 Large group organized activities 9:45 - 10:15大集團舉辦的活動   10:15 - 10:45 Small group activities 10:15 - 10:45小組活動   10:45 - 11:15 Free choice activities 10:45 - 11:15自由選擇活動   11:15 - 11:30 Clean up 11:15 - 11:30清理   11:30 - 12:00 Outside/large group activities 11:30 - 12:00外/大組活動

This program suggests a four-hour day including time for large group activities, large and small motor skill experiences, free choice, outdoor play, and snack time. 這項計劃表明了四小時的一天，包括時間，大型集體活動，大大小小的運動技能的經歷，自由選擇，戶外遊樂和休閒時間。 Children in such sessions are usually in the same age group and travel to their respective elementary school the same fall. 在這些會議的孩子通常在同一個年齡組，前往各自的小學相同的秋天。 This would appropriately suggest that the program is much like traditional child-directed programs. 這將適當地表明，該方案是傳統的以兒童為導向的程序很像。

During small group time, however, the teacher presents an advance organizer lesson to one small group of students (preferably four or five children), to be followed by related activities. 在小群的時間，但是，老師提出了一個先行組織者的教訓一小群學生（最好是四五個孩子），應遵循的相關活動。 Of a 30-minute small group lesson, ten to 15 minutes are spent in an advance organizer lesson led by the teacher. 一個30分鐘的小團體課，10到15分鐘才花了一個先行組織者的教訓為首的老師。 The remainder of the half-hour provides the children with opportunities to manipulate learning materials related to the basic concept of the lesson. 在半小時的剩餘部分提供了機會，操縱相關的課程基本概念的學習材料的兒童。 While the teacher is presenting the lesson to one small group, the other children are engaged in activities related to previous lessons. 而教師是展示課一小群，其他孩子都從事與前面的課程活動。 By the end of a cycle (usually a week) all children will have participated in all advance organizer lessons and related activities (Fowell and Lawton, 1992). 通過一個週期（通常為一周）結束所有兒童都參加了所有的先行組織者的經驗教訓和相關活動（Fowell和勞頓，1992）。

As many as three advance organizer lessons can be introduced in a three-hour morning or afternoon preschool session by dividing a group of 20 three- or four-year-olds into four groups of five children each. 多達三個先行組織者的經驗教訓可以在三個小時的上午或下午學齡前階段通過將一組20三或四歲的孩子分為四組，每組有五個孩子的出台。 Two of the small groups should be involved in teacher-directed activities while the balance are engaged in independent activities that support the advance organizer lesson's main theme. 應參與兩個小團體在教師指導活動，而餘額從事支持先行組織者課的主旋律獨立活動。

The Ausubelian approach can easily be applied to full-day preschools and child care center environments by repeating a similar schedule during the afternoon portion of the day, using a different advance organizer lesson theme or topic. 該Ausubelian方法可以很容易地通過一天的下午部分中重複類似的時間表，使用不同的先行組織者課的主題或主題適用於全日制幼稚園及幼兒中心環境。

The Advance Organizer Lesson 先行組織者課   When planning advance organizer lessons the teacher uses a sequence of instruction that proceeds from general to specific. 在規劃先行組織者的經驗教訓老師用一個序列指令是進行從一般到特殊。 It is the responsibility of the teacher to create a hierarchy or clusters of concepts and begin the unit of study with the most general concept. 這是老師創造的概念層次或集群，並開始研究的單位與最一般的概念的責任。 During the lesson the teacher asks questions to discern the initial level of understanding of the concept and start the thinking process. 在學習過程中，教師提出問題，辨別概念的理解的初始水平，並開始思考過程。 A variety of materials such as books, flannel boards, pictures, or music should be used to support and exemplify the theme. 各種材料，如書籍，絨布板，圖片或音樂應該被用來支持和體現的主題。 It is important to note that although the advance organizer lesson is teacher-directed, the children should be actively involved in thinking, conversing, and manipulating materials. 需要注意的是，雖然先行組織者的教訓是教師指導，孩子們應該積極參與思考，交談，和操作材料是很重要的。 Each of the basic concepts is supported by related learning activities with limited direction from the teacher (Fowell and Lawton, 1992). 每一個基本概念是通過與老師（Fowell和勞頓，1992）有限方向相關學習活動的支持。 

真的有難度。

(A)改成奠定於Ausubel、Bruner、Piaget認知與學習理論